Analisis Pemahaman Integral Taktentu Berdasarkan Teori APOS (Action, Process, Object, Scheme) pada Mahasiswa Tadris Matematika (TMT) IAIN Tulungagung
Abstract
This research aims to describe the understanding ofmathematics Tadris students of IAIN Tulungagungabout indefinite integral understanding of APOS theory. The subjects of research are six students. Each two have high, average, and low abilities. The result of the research indicated that the understanding ofmathematics Tadris (TMT) students of IAIN Tulungagung about indefinite integral understanding on actionaspect of APOS theory, high students achieve all of understanding indicators, for average students also achieve all of understanding indicators, meanwhile for low students achieve one indicator of two indicators. On process aspect, high students achieve all of understanding indicators and average students achieve all of understanding indicators too. Meanwhile low students achieve one indicator of three indicators. On objectaspect,high students achieve all of understanding indicators and average students achieve one indicator of three understanding indicators. Meanwhile for low students do not achieve all of understanding indicators. On schemeaspect, high students achieve all of understanding indicators and for average students achieve two understanding indicators. Meanwhile for low students achieve only one indicators
حاولت هذه المقالة عرض فهم طلاب قسم تعليم الرياضيات في الجامعة الإسلامية الحكومية تولونج أغونج، عن التكاملات إلى أجل غير مسمّى على أساس نظرية APOS. وللوصول إلى الأهداف، اتّبع هذا البحث المنهج الكيفي، بعرض نتائج استيعاب الفهم على أساس نظرية APOS. ومصادر البيانات لهذا البحث هي ستتة طلاب: طالبان ذكيّان، وطالبان متوسطان في الذكاء وطالبان ضعيفان. دلت نتائج البحث على أن فهم طلاب تدريس الرياضيات في الجامعة الإسلامية الحكومية تولونج أغونج عن التكاملات إلى أجل غير مسمّى في مرحلة التطبيق كان الطالبان الذكيان توفّرت فيهما جميع مؤشرات الفهم، وتوفّر جميع مؤشّرات الفهم كذلك في الطالبين المتوسطين في الذكاء، أما في الطالبين الضعيفين فتوفّرت فيهما مؤشّرة واحدة فقط. وأما في مرحلة العملية فإن الطالبين الذكيّين توفّرت فيهما جميع مؤشرات الفهم، وفي الطالبين المتوسطين ذكاء فتوفّر فيهما جميع مؤشرات الفهم كذلك، أما في الطالبين الضعيفين فتوفّرت فيهما مؤشرة واحدة فقط من ثلاث مؤشرات. وفي مرحلة الموضوع، فإن الطالبين الذكيين توفّر فيهما جميع مؤشرات الفهم، والطالبان المتوسطان فتوفّر فيهما مؤشرة واحدة فقط من ثلاث مؤشرات الفهم، وأما الطالبان الضعيفان فلا تتوفّر فيهما أية مؤشرة من ثلاث مؤشرات الفهم. وأما في مرحلة التخطيط فإن الطالبين الذكيين توفّرت فيهما جميع مؤشرات الفهم، وفي الطالبين المتوسطين توفرت فيهما مؤشرتان فقط، وأما في الطالبين الضعيفين فتوفّرت فيهما مؤشرة واحدة فقط
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